Evaluation of the physical classroom by students and professors: a lens model approach

A method for linking classroom evaluations to specific physical properties and for comparing the evaluations of different groups is described and illu strated. Thirty-five college classrooms were photographed and shown to 20 p rofessors and 51 undergraduate students, each of whom evaluated the friendl iness of and their overall preference for all the classrooms. Seven physica l properties of the classrooms were reliably assessed by independent observ ers. Using a modified Brunswik lens model, the relations between the physic al properties and the evaluations by the two groups were established and co mpared. Between 40 and 57 per cent of the variance in the evaluations could be explained from only three classroom properties: view to outdoors, seati ng comfort and seating arrangement. Evaluations by the students and profess ors were surprisingly similar, an encouraging sign for classroom designers.